Dissertations / Theses on the topic 'Mastery learning strategies'
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Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.
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Webber, Teresa Elisabeth. "An investigation of management learning during mid career masters degree courses which use action strategies." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341076.
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Paulmann, Greg. "Master teachers' critical practice and student learning strategies a case study in an urban school district /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1263657018.
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Thesis (Ph.D.)--Antioch University, 2009.Title from PDF t.p. (viewed March 25, 2010). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 171-175).
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Paulmann, Greg G. "Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.
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Nguyen, Thi Ngoc. "EFL learners in Vietnam an investigation of writing strategies : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Applied Language Studies, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/751.
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Research into second language strategies has started as a result of the shift of focus, from teachers and teaching to learners and learning which has taken place in the field of education over the last few decades. Strategies used by good language learners have been revealed, strategies used by successful and less successful language learners have been compared, and factors influencing the use of learning strategies have also been investigated. As an attempt to contribute to gaining more insights into language learning strategy, this research aims to investigate the writing strategies used by successful and less successful English-as-a-foreign-language (EFL) learners and the relationship between strategy use and the learners’ success. A multi-method approach combining both qualitative and quantitative approaches was used to answer the research questions. This approach was achieved by means of method triangulation which consisted of structured questionnaires, semi-structured interviews, and learning diaries. Nine female adult native Vietnamese students, who were in their second year of a four-year Bachelor program at Hanoi University in Vietnam, participated in the study. Questionnaires were administered at the beginning of the data collection phase. Guidelines for diary writing were then provided to the participants. Semi-structured interviews which served as the primary method of data collection were finally conducted with each of the participants. Findings from the study showed that the successful writers not only used strategies more frequently but also used more metacognitive, memory, compensation, and cognitive strategies than the less successful writers. The study also found some strategies which were most and least frequently used by both the successful and less successful writers.
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Carranza, Gina Rae. "Perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2390.
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The purpose of this study was to analyze the perceptions of critical strategies and challenges for shaping Masters' programs in public relations in California universities. Using a qualitative approach, this study reported the findings from Web site review and interviews with leaders at four California institutions offering graduate work in Public Relations. Four primary findings included: (1) Masters' degree programs in public relations fell into a wide range of disciplines and titles. (2) Close connections with industry practitioners strengthened curriculum and assessment. Connections often occurred through the use of practitioners as adjunct faculty, allowing current perspectives on public relations practices and use of media. (3) Experiential learning and authentic activities, both in the classroom and through internships, were critical. (4) Each program was designed to give students both the theoretical foundation and the practical application of the profession. These findings confirmed theoretic frameworks for ideal graduate education programs and professional frameworks from Public Relations Society of America. The study concludes with recommendations for practice. First, a high quality graduate program would include multiple perspectives from diverse faculty and participants. Second, a high quality graduate program would emphasize participatory cultures, incorporating a shared program direction, and a community of learners. The third attribute of a high quality graduate program in public relations would foster a community of learners. Planned breadth and depth course work would be the fourth important element. The last recommendation for developing and sustaining a high quality graduate program would be to attain or pursue adequate resources.
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Poolla, Radhika. "A Reinforcement Learning Approach To Obtain Treatment Strategies In Sequential Medical Decision Problems." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000215.
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Pivac, Lynette. "The acquisition of New Zealand Sign Language as a second language for students in an interpreting programme the learners' perspective : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Arts in Applied Language Studies, AUT University, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/764.
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This research study presents an investigation of interpreter trainees acquiring New Zealand Sign Language (NZSL) as a second language (L2) outside their formal classroom learning. This study was motivated firstly by a concern that a considerable reduction in learner and lecturer contact hours within an NZSL interpreting programme would compromise graduate NZSL competency, necessitating a compensatory approach predominantly in the context of the Deaf community. Secondly, the study attempts to address a marked gap in research related to L2 sign language learning from a socio-cultural perspective. Semi-structured interviews were conducted in a bilingual context (NZSL and English) in order to gain the ‘inside’ perspectives of six NZSL learners who had just completed a two-year Diploma in Sign Language Interpreting. The interviews sought to uncover the informal NZSL language learning opportunities used by the participants, especially within the social context of the Deaf community, and the individual learner strategies utilised by ‘good learners’ of NZSL. Interview data were transcribed and were analysed by employing qualitative methods. Coding of the data revealed a number of categories which were subsequently examined for salient themes relating to the research questions. The main findings of the study revolved around the significance of L2 learner access to social and material resources, especially within the Deaf socio-cultural context. Of particular significance was the enhancement of learner motivation and confidence as was the frequency and depth of interaction with Deaf people and degree of mediated NZSL learning from NZSL mentors. Of key importance were the social relationships and networks developed with L1 users, which facilitated access to an array of NZSL learning opportunities. Material language learning resources, such as NZSL video samples and equipment were also useful, when interaction with Deaf people was not possible due to heavy study demands, especially in the second year of the programme. Learner involvement in the Deaf community, particularly within Deaf social networks, resulted in significantly improved linguistic, pragmatic and socio-cultural competency. The findings of the study raise two main implications. Firstly, the study highlights the need for NZSL interpreting curriculum enrichment and the resourcing of the programme to foster learner autonomy. Secondly, to date there has been little research on adult L2 sign language learning outside the classroom context and the study may stimulate further studies of the acquisition of sign language as a second language. The study may also be of benefit to autonomous L2 sign language learners and stakeholders in sign language interpreting education around the world.
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Rodriguez, Michael. "Learning Strategies Employed by College Aged Students with Disabilities: The Link Between Metacognition, Motivation, and Working Memory." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/856.
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The aim of this study is two-fold. First, we want to understand the levels of metacognitive awareness of learning strategies in undergraduates with learning disabilities. Previous research states that recall is the most effective method of studying, but most students prefer to reread their notes or textbook which is ineffective. Second, we want to explore the link between Working Memory and metacognitive awareness of learning strategies in undergraduates with learning disabilities. The learning strategies that college students with and without disabilities is examined, we found that students in both groups preferred the usage of the same strategies equally. The most preferred strategy was rereading notes/textbook, and least preferred was studying in groups. Interestingly, we found no differences between the groups with regards to their: motivation, metacognition, and working memory. Initially, it was found that the group of students with disabilities greatly differed in visual-spatial working memory, however, once we controlled for those who were visually-impaired or had attention deficit hyperactivity disorder (ADHD), the results became non-significant. Gender differences in learning strategies was examined and we found that males preferred the usage of completing practice problems and the usage of mnemonic devices, whereas females preferred highlighting their notes or textbook.
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Crighton, Keith S. "Designing, producing and evaluating a multimedia computer based education system for teaching red eye diagnosis." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36744/1/36744_Digitised%20Thesis.pdf.
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The aim of this research thesis was to develop principles for the production of a computer based education (CBE) system designed to teach the diagnosis of 'red eyes' to undergraduate optometry students. The topic of 'red eyes' was chosen as the subject matter for this research because of an increasing movement by Australian optometrists towards using therapeutic agents for the treatment of 'red eyes'.
Based upon the results of an extensive literature review on CBE and effective teaching strategies, a series of four separate tutorials on 'red eye' diagnosis was developed. The first tutorial was initially programmed and evaluated in a pilot study. Results from this evaluation were incorporated into the design of a further three tutorials which increased in difficulty and decreased in feedback from tutorial one to four. Assessment of the four tutorials was then conducted using nine final year students and one recent graduate.
Qualitative evaluation of the tutorials indicated that the teaching strategies that were applied were successful in teaching most of the concepts considered important in 'red eye diagnosis'. Of note was the feeling of the students that they had increased their understanding of the topic and their enthusiasm for the usefulness of the tutorials and for CBE in general.
As a result of this research process, a structure was developed for teaching the topic of 'red eye' diagnosis that breaks the learning process down into four stages: 1. Recognition and Nomenclature 2. Signs & Symptoms/Differential Diagnosis 3. Simulated Controlled Examinations 4. Simulated Uncontrolled Examinations. Each of these four stages needs to be assessed in a similar manner to that used in the research and described in this thesis.
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Hannay, Karen F. "A depth approach to teaching drawing during middle childhood: A case study curriculum evaluation." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36635/1/36635_Digitised%20Thesis.pdf.
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The purpose of this study was to investigate the effect of implementing a depth approach to teaching drawing to an intact year four class: specifically, the effect that instruction had on the character of the children's drawings and their attitude towards drawing and their drawing ability. A definition of 'a depth approach' was derived from the literature.
An educational evaluation of a depth drawing program was conducted in a Queensland state school. A pilot study, conducted with a year three class assisted in the development of a drawing program and design of the data collection methods. Participant-observation, interviews, children's written comments and analysis of the children's drawings constituted the data collection methods. The researcher participated as a visiting art teacher.
The children were interviewed individually before and after the teaching intervention in order to ascertain their attitude to drawing and any change in attitude. Informal discussions during classes and student comments on their drawings also contributed to the data. A pre-intervention drawing was solicited from the children so as to assist in the evaluation of drawing development resulting from the lessons.
The findings of this study suggest that the implementation of a depth approach to teaching drawing that: provides sequential and cumulative learning; considers the developmental readiness of the children; draws on a variety of teaching/learning strategies that assist children to develop a variety of skills and provides opportunities for children to apply these skills expressively can assist children to develop outside the stages described by developmentalists and to retain and develop a positive attitude towards drawing.
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Альбу-Али, Х. А., and H. A. Albu-Ali. "Обучение английскому языку иракских студентов (аудирование и говорение) : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86631.
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The paper discusses the process of teaching listening and speaking to Iraqi students in English classes. The relevance is determined by the expanding international contacts of the Republic of Iraq, on the one hand, and the insufficient development of effective teaching methods for listening and speaking, on the other hand. Based on the analysis of extensive theoretical material from works both Russian and foreign researchers considering various types of listening (intensive and extensive) cognitive and metacognitive processes, stages of information reception and processing and the interrelation of listening and speaking, it is concluded that they need to be integrated. In the practical part of the research, questionnaire data are presented to identify the problems and needs of Iraqi students; authentic tasks for developing listening and speaking skills, taking into account national characteristics, are offered. The approach contributes to the successful cooperation of actors in the educational process (a lecturer and students). In conclusion, factors influencing the teaching process of listening and speaking are generalized and some recommendations are given.В работе рассматривается процесс обучения аудированию и говорению иракских студентов на занятиях по английскому языку. Актуальность определяется расширяющимися международными контактами Республики Ирак, с одной стороны, и недостаточной разработкой эффективных методик обучения аудированию и говорению, с другой стороны. На основе анализа обширного теоретического материала как российских, так и зарубежных исследователей, рассматривающих различные виды аудирования (интенсивное и экстенсивное) когнитивные и метакогнитивные процессы, этапы принятия и обработки информации и взаимосвязь аудирования с говорением, делается вывод о необходимости их интеграции. В практической части исследования приводятся данные анкетирования, позводяющего определить проблемы и потребности иракских студентов, предлагаются аутентичные задания на развитие навыков аудирования и говорения с учетом национальных особенностей. Данный подход способствует успешному взаимодействию акторов процесса обучения (преподаваетеля и студентов). В заключение обощаются факторы, влиющие на процесс обучения аудированию и говорению, даются некоторые рекомендации.
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Koppe, Rosemarie. "Aboriginal student reading progress under targeted intervention." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
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Urban Aboriginal students often come to school with a different set of cultural and
language learnings than those of their non- indigenous peers. These differences can
pose major barriers for the primary- aged Aboriginal student trying to access the
curriculum which is based on Standard Australian English (SAE). Aboriginal students
often come to school speaking a recognised dialect of English, Aboriginal English
(AE) which has its own grammatical, phonological, pragmatic and socio- cultural
standards which at times are quite different from those of classroom language
interactions. The mismatch between the language of the home (AE) and the language
of the classroom (SAE) can have dramatic effects on the literacy learning of
Aboriginal students and hence their ability to effectively read in Standard Australian
English.
This study aims to explore the question of whether changes would be evident in urban
Aboriginal students (who speak Standard Australian English as a second dialect),
following a targeted reading intervention program. This reading intervention program,
called an "Integrated Approach" combined existing strategies in reading and second
language I second dialect teaching and learning, with cultural understandings, in a
methodology aimed at improving the reading ability of the participating Aboriginal
students. The students who were the 5 case studies were part of a larger cohort of
students within a wider study. Students were drawn from primary schools in urban
localities within the Catholic Archdiocese of Brisbane in Queensland, Australia.
Qualitative data collection procedures were used to observe the 5 case study students
over a period of 6 months and quantitative measures were also utilised to support this
data for the purposes of triangulation. Both data collection sources for the case studies
and the wider study showed that the reading intervention program did have significant
effect on reading accuracy, reading comprehension and the affective area of learning.
The study revealed that by using the teaching I learning strategies described in the
intervention program, combined with socio-cultural understandings which include
respect for the students' home language and an understanding of the effects of
learning English as a Second Dialect (SESD), educators can assist Aboriginal students
m improving their abilities to read in SAE. Other positive effects on students'
behaviours during the intervention program which were recorded during the study
included: an improved attitude to reading; a new willingness and confidence in
reading; an improved willingness to participate in language activities both in tutorial
sessions and back in the classroom; improved use of decoding skills and an improved
control over SAE grammatical structures in writing tasks.
This study emphasises the need for educators to work ardently at increasing their own
understanding of how best to assist Aboriginal students in becoming competent
literacy learners in SAE. Closing the gap created by the mismatch between home and
school language can only be achieved by educators exploring eclectic pedagogical
options and valuing the Aboriginal student's home language as a vital learning tool in
gaining this competence in SAE literacies.
KEYWORDS
Australian Aborigines; Aboriginal; urban Aborigines; Primary- aged students;
Standard Australian English; English as a Second Language; Standard English as a
Second Dialect; Aboriginal English; Standard Australian English; home language;
socio- cultural; culture; language; oral language; oral culture; prior knowledge;
literacy; reading; reading comprehension; reading strategies; modelling reading;
literature; learning styles; mechanics of reading; code switching; standardised
assessment.
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(13835244), Terry Skidmore. "Contract Ability Level Mastery (CALM): A mastery program for remediating / extending basic English writing skills." Thesis, 1999. https://figshare.com/articles/thesis/Contract_Ability_Level_Mastery_CALM_A_mastery_program_for_remediating_extending_basic_English_writing_skills/21171985.
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The purpose of this study was to implement a mastery program designed to improve and/or extend the basic writing skills of 125 Year Eight students. The basic writing skills were sentence writing and paragraph writing. Five theoretical underpinnings (mastery learning strategies, contract learning, higher order thinking skills, learning styles and control theory) were combined to produce and English program entitled Contract Ability Level Mastery (CALM). The CALM program ran for eight weeks and used action - research as the research methodology. A pre-test and a post-test were administered. The results of the post-test indicate significant improvements in the target students' sentence and paragraph writing skills. The study concludes that the CALM program did help the target students to remediate / improve basic sentence writing and paragraph writing skills.
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Huang, Tai-shan, and 黃泰山. "The Effect Type of Feedback strategies on Mastery learning on Elementary School students’ movement learning-Take volleyball teaching as an example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59702151193258343867.
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碩士國立嘉義大學
體育與健康休閒研究所
94
The purpose of this study was to examine the different teaching feedback strategies on mastery learning instruction and the influence on students’ ball-passing movement learning by low volleyball-passing instruction.the participants was 75 person.based on three groups, equipment-assisted teaching feedback, multi-media-assisted teaching feedback and verbal-modeling teaching feedback, students are implemented 16 units activity for eight weeks by using empty ball-passing of basic stability movement and wall ball-passing of operating union movement, to study the learning effectiveness and to be the reference of physical education and team training in the future. The study tools are “mastery learning instruction activity design” , “the teaching activity design of different feedback strategy” , “mastering degree’s measuring form of low ball-passing movement”, and “test method of ball-passing movement ability”. After analysis of static data, the results are below: 1.In terms of movement ability’s learning effectiveness, multi-media-assisted teaching feedback and equipment-assisted teaching feedback are superior to the verbal-modeling teaching feedback, but the two groups, the computer-assisted teaching feedback and equipment-assisted teaching feedback, have not shown apparent difference. 2.In terms of ball-passing movement learning effectiveness in different sex, the boy student is apparently superior the girl student. 3.In terms of ball-passing movement learning effectiveness in the different teaching feedback, have no interaction in different sex. . 4.Three teaching feedback strategies apparently show positive correlation on grades of two movement learning of empty ball-passing and wall ball-passing.
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Hsieh, Pei-Lun, and 謝佩倫. "The Effect of Using Digital Teaching Material with Different Mastery Learning Strategies on 6th Graders’ Learning Performance --- Take the “Changing Landform” Unit as an Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/j5m575.
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碩士國立臺北教育大學
自然科學教育學系
104
In order to cultivate the scientific concept and scientific argumentation ability of school children, this research is to reveal the impact on the scientific concepts and argumentation ability of sixth graders by using both the strategies of intensive mastery learning and of extensive mastery learning via digital teaching material. Then, the evaluation of using digital teaching material will be discussed later. By taking the method of the pre–posttest quasi-experimental design, in this research, students are divided in Group 1 (N=110) , which is given intensive mastery learning and in Group 2 (N=125) , which is given extensive mastery learning.The teaching hours are spent total thirteen periods of classes in four weeks. Tools applied in the research are tests of scientific concepts of changing landform, evaluation of scientific argumentation ability, briefs for teaching material, digital teaching material for competitions and semi-structural interview in outline. Data from this research is analyzed by statistical software SPSS 20. Data from pre-posttests is put into ANCOVA analysis for knowing the learning performance in Group 1 and in Group 2. Qualitative data is also collected in this research in order to understand the impact of this digital teaching material on students’ learning. The results reveal as followed: 1. Both intensive and extensive digital mastery learnings can enhance significant learning effects of students in learning scientific concepts; however, the differences can be found between the two digital mastery learnings. 2. Argumentation Ability can be notably increased by adopting mastery learning of digital teaching material. By taking intensive mastery learning, significant effect shows on the school children with accuracy higher than 91.26% in the pre-test. 3. Argumentation Ability of students’ performance in learning science can be increased by mastery learning of digital teaching material. 4. Mastery learning of digital teaching material can both increase argumentation Ability of boys and girls. 5. Due to the property of repetition from mastery learning and the form as games, digital teaching material for competitions is attractive to students and beneficial to increase students’ learning motivation. Appropriately taking digital teaching material can help increase children’s learning motivation and help cultivate their scientific concept and scientific argumentation ability. Children’s delayed reaction can be further studied in the development of scientific argumentation ability in the future.
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Wang, Madge Szu-yin, and 王思穎. "A Study on the Relationship of Senior High School Students’ Vocabulary Learning Self-regulating Capacity and Mastery of Vocabulary Learning Strategies to English Achievement and Vocabulary Size." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12894191450814387967.
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碩士國立臺灣師範大學
英語學系
97
The present study aims to investigate the relationships of Taiwanese senior high school students’ vocabulary learning self-regulating capacity and mastery of vocabulary learning strategies to English achievement and English vocabulary size. Gender effect was also examined. Two hundred and twenty-six senior high school students (123 males and 103 females) were recruited to participate in this study. A vocabulary learning strategy mastery scale, a self-regulating capacity in vocabulary learning scale, and a Vocabulary Levels Test were adopted in the present study as instruments. The data collected from the questionnaire and the vocabulary levels test were analyzed by using SPSS 13.0, containing descriptive statistics, Pearson product-moment correlation, and t-tests. The major findings of the present study are summarized as follows: 1. There was a moderately strong correlation between vocabulary learning self-regulating capacity and mastery of strategy. Consolidation Memory Strategy was found to be most strongly correlated with vocabulary learning self-regulating capacity. 2. There was a significant difference in the mastery of total strategy and strategy categories between High and Low Self-regulating Groups. As for mastery of strategy, High and Low Self-regulating Groups mastered Discovery Determination Strategy the most while Consolidation Social Strategy the least well. 3. The participants’ self-regulating capacity was significantly and positively correlated with their vocabulary size. In addition, mastery of strategy was significantly and positively correlated with vocabulary size. 4. The participants’ self-regulating capacity was significantly and positively correlated with their English achievement. Moreover, English achievement was found to be significantly correlated with mastery of strategy. 5. Gender made a significant difference in mastery of vocabulary learning strategies and self-regulating capacity. Female participants had a tendency for mastering vocabulary learning strategies better. Based on the findings of the study, students’ vocabulary learning self-regulating capacity and mastery of vocabulary learning strategies were significantly associated with their English achievement and vocabulary size. Therefore, English teachers need to ensure that students could master vocabulary learning strategies well enough. In addition, teachers should help students cultivate sufficient self-regulating capacity to organize and monitor their vocabulary learning well. By doing so, learners may one day deal with English vocabulary independently and effectively.
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Mouzzon, Melinda Petree. "The effectiveness of cooperative learning strategies in helping low-achieving students master systems of linear equations." 2007. http://www.lib.ncsu.edu/theses/available/etd-08132007-172448/unrestricted/etd.pdf.
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Herbert, Ruth. "Learning our way forward implementation of New Zealand's family violence strategies : dissertation for Master of Public Policy /." 2008. http://www.pha.org.nz/documents/learningourwayforward.pdf.
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Lin, Shu-Chuan, and 林樹全. "A Study of Relationships among Ability Beliefs, Learning Conflict and Learning Motivational Regulation Strategies of Master Degree Program Student in Urban Universities of Taiwan and China." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/81312059620591881051.
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博士國立彰化師範大學
工業教育與技術學系
102
This study was aimed to understand the current conditions, the effects of different background, and the relationship among Ability Beliefs (AB), Learning Conflict (LC) and Learning Motivational Regulation Strategies (LMRS) for Master Degree program student in Urban Universities of Taiwan and China. First of all, this study was implemented by reviewing related literatures and researches. The depth interview and the expert review investigate were constructed the connotation of questionnaires. Then, the research data was collected by questionnaires investigation, 3,933 samples were collected in Taiwan and China, and 3,358 valid samples were returned (response rate of 85.38%). The acquired data was analyzed with statistical methods of descriptive statistics, independent sample t-test, multivariate analysis of variance (MANOVA), and canonical correlation analysis. According to the analytical result, I was concluded that as follow: 1. Taiwan’s Master Degree Program Student had high-AB and China’s Master Degree Program Student had medium-AB. There are low-LC and medium-LMRS in Taiwan’s and China’s Master Degree Program Student. 2. In Taiwan , the effects of gender, college, and marriage differences on AB were statistically significant. In China, the effects of gender and marriage differences on AB were statistically significant. 3. In China, the effects of college and marriage differences on LC were statistically significant. 4. In Taiwan, the effects of gender and college differences on LMRS were statistically significant. In China, the effects of college and marriage differences on LMRS were statistically significant. 5. In Taiwan and China, the effects differences of area on AB, LC and LMRS were statistically significant. 6. In Taiwan and China, the effects differences of AB on LC and LMRS were statistically significant. 7. In Taiwan and China, the relationships of LC and LMRS, AB and LC were demonstrated to be negative canonical correlation, the relationships of AB and LMRS were demonstrated to be positive canonical correlation.
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Perpétuo, Daniel Filipe Santos Carvalheira. "Relatório final de estágio realizado na Escola Secundária com 2º e 3º ciclos Anselmo de Andrade." Master's thesis, 2014. http://hdl.handle.net/10400.5/11535.
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O presente relatório constitui-se como uma análise reflexiva do processo de formação do Estágio Pedagógico desenvolvido na Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, em Almada, no ano letivo 2013/2014. O estágio em questão integra o 2º ano do Mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário da Faculdade de Motricidade Humana.
O relatório teve por base o Guia de Estágio Pedagógico 2013/2014, que define as competências a adquirir em quatro áreas de intervenção: (1) Organização e gestão do ensino e da aprendizagem, (2) Investigação e inovação pedagógica, (3) Participação na escola e (4) Relação com a comunidade.
É feita uma contextualização do estágio seguida de uma descrição e reflexão sobre a prática pedagógica de cada área e uma reflexão sobre a contribuição das aprendizagens para o meu futuro profissional, sendo ainda lançadas algumas propostas de atividades que poderiam ter sido desenvolvidas no estágio pedagógico ou no futuro.
É também realizada uma reflexão final sobre todo o processo inerente ao estágio, destacando-o como um processo interligado, e, ainda, uma reflexão sobre a importância do Plano Individual de Formação, efetuando um resumo das competências desenvolvidas ao longo do processo de estágio.This report is a reflective analysis of the formation process of educational teaching training developed at Escola Secundária com 2º e 3º ciclos Anselmo de Andrade, in Almada, in the school year of 2013/2014. This practicum is part of the second year of the Master in Teaching Physical Education in Primary and Secondary Education of University of Human Kinetics. The report was based on Teacher Training Guide 2013/2014, which sets out the skills to be acquired in four areas of intervention: (1) Organization and Management of Teaching and Learning, (2) Innovation and Educational Research, (3) Participation in School and (4) Relationship with the Community. Is made a contextualization of the practicum, followed by a description and reflection on teaching practice in each area and a discussion on the contribution of learning for my future career, being also released some proposed activities that could have been developed in teaching practice or in the future Is also performed a final reflection on the whole process inherent to the practicum, highlighting it as an interconnected process, and also a reflection on the importance of the Individual Training Plan, making a summary of the skills developed during the process.